Esta investigación se orienta a través de la pregunta: ¿Cómo contribuye una estrategia didáctica en el Desarrollo de las Habilidades de Pensamiento Científico de los niños y niñas de sexto grado que asisten al Colegio Hacienda Los Alcaparros? Dos elementos permiten justificar esta investigación: la necesidad de pensar la práctica pedagógica como un espacio de reflexión y producción de conocimiento educativo; y la necesidad de generar didácticas que se ajusten a las singularidades de las realidades escolares. Los 22 participantes de esta investigación tienen edades entre los 11 y los 13 años de edad y pertenecen a los estratos socio-económicos 5 y 6 de la ciudad de Bogotá.. El enfoque de la investigación es cualitativo-interpretativo apoyado en los planteamientos de Erickson(1989).Los resultados indican que la estrategia didáctica funcionó en la medida en que posibilitó el Desarrollo de Habilidades de Pensamiento Científico en los estudiantes, las habilidades para la gestión y evaluación de la evidencia, así como la construcción y justificación de conclusiones para una audiencia se desarrolló de manera diferencial en cada uno de los casos estudiados.

This paper presents the results obtained from the synthesis and morphological characterization of different magnetite samples:  La0.67-x Prx Ca0.33 MnO3.LaMn1-x Cox O3 and LaMn1-x Nix O3 at 0.13 ≤ 𝑥𝑥 ≤ 0.67 produced by a solid-state reaction mechanism and 𝐿𝐿𝐿𝐿𝑀𝑀𝑀𝑀1−𝑥𝑥(𝐶𝐶𝐶𝐶/𝑁𝑁𝑁𝑁)𝑥𝑥𝑂𝑂3 at 0.0 ≤ 𝑥𝑥 ≤ 0.5 produced by the sol-gel method. These samples were characterized using X-ray diffraction spectroscopy and by measuring electric resistivity and magnetic susceptibility which were carried out as a function of temperature. Notably, the effects of strain and compressive strength on the lattices of magnetite samples were highly dependent on the concentration of 𝑃𝑃𝑟𝑟, 𝐶𝐶𝐶𝐶, and 𝑁𝑁𝑁𝑁. Moreover, the transition temperatures of metal-insulator and ferromagnetic-paramagnetic phases also largely depend on these strength effects, e.g., at higher concentrations of 𝑃𝑃𝑟𝑟, effects of increased strain strength were observed, relocating the shifts of ferromagnetic-paramagnetic transitions to lower temperatures. On the other hand, effects of increased compressive strength were observed at higher concentrations of 𝑁𝑁𝑁𝑁 and 𝐶𝐶𝐶𝐶, relocating the shifts of ferromagnetic-paramagnetic and metal-insulator transitions to higher temperatures.

This paper shows how a pre-service physics teacher (Alicia) developed her knowledge about students through her first year of pre-service experiences. For that purpose, we adopted a narrative inquiry methodology: stories were used as a rhetoric resource to show Alicia's knowledge, and, simultaneously, as the object of inquiry and the research method. The sources used to collect data were audiotaped interviews, videotaped teaching episodes, researcher's field notes and the teacher's written documents. The data analysis revealed some characteristics of Alicia's developing knowledge about her students, and allowed us to document this development as a three-stage process. In the first stage, she got acquainted with her students' motivation (motivated-unmotivated), academic performance (high-low) and classroom behaviors (positive-negative). In the second stage, Alicia learned some effective strategies to motivate her students, and more appropriate ways to interact with her students to promote learning within them, especially with those that made her feel an emotional, cognitive and relational security or insecurity. In the third stage, the teacher learned about some students' difficulties to perform certain typical tasks of physics classes (solving physics standardized problems and reading physics textbooks); as well as their difficulties to understand physics concepts (such as distinguishing and relating every day language and scientific language or inferring meaningful relations between scientific concepts). We discussed some of the implications for the initial education of physics' teachers.